Choosing A Community Partner

Service-Learning Workshop # 5Working Effectively with Community Partners

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Tennessee State University Service Learningand Civic Engagement

2LEARNING in ACTION

3Review of the Seven Elements of High Quality Service1.Integrated Learning- clearly articulated learning outcomes2. High Quality Service- meet actual community need3. Collaboration- all partners benefit and contribute4. Student Voice- students actively plan & participate5. Civic Responsibility- contributes to the community6. Reflection- connect service & academic learning7. Evaluation- measure learning & service goals

Workshop TopicsFinding appropriate community partnersWhats important in a partner?How do I find a partner?

Making first contact

Organizing a project

Building partnershipsFaculty and community partnershipStudent and community partnership

Sustaining partnerships

Review of Syllabus Development, Reflection, Grading

Your questions, concerns, and successes

Principles of Good Community-Campus PartnershipsAdopted by the CCPH Board of Directors, October 2006

http://www.ccph.info/Campus Community Partnerships for Health(a good guide)How can we formally integrate the principles of partnershipinto our work? Pre-flectionWhat are some of the key components you are looking for in a community partner?

How have you identified community partners?

The Service-Learning QuadrantThe Service-Learning Quadrant, developed at the Service-Learning 2000 Center, Stanford University, California, provides an effective method for recognizing the differences between high service and low service, unrelated learning and integrated service-learning projects.

Questions to Consider when Designing a Service Learning ProjectWhat are my course objectives?

What to I hope to achieve through this partnership?

What course concepts to I desire my students to learn through a hands-on experience? How can I reinforce this goal in the classroom?

How can the students and I contribute to our local community?

What type of service learning is the best fit for these students?Direct Service, Capacity Building, Policy Development, Education, etc.?10Whats Important in a Community Partner?Provides support for learningHas needs that directly relate to your course objectives and students can address.

Willing collaborator & communicator.

Able to mentor students.

Provides safe learning environment.

Has enough infrastructure to support the students work

Whats Important in a Community Partner?Logistically works for studentsOpen during hours that work with students schedules.

Willing to work with students schedules.

Location accessible to students.

Can accommodate the number of students in your course.

How to Find Community Partners: Service-learning website

Center for Service-Learning Staff

Prior knowledge and interest in the organizationOn site visitCommunity Partner ActivitiesPartners in Service Learning Events

Colleagues recommendations

Students Proposals

Miscellaneous ResourcesCommunity foundationInternet

S-L Staff as MatchmakersProsStaff have knowledge of wide range of organizations Staff can weed out the least relevant optionsStaff can facilitate first contact between faculty and partnerFaculty have to identify the course objectives they hope to address via service-learning.If you are new to service-learning, this can be very helpful.

ConsYou are relying on a matchmaker who may not completely understand your course objectives.

Web Site ApproachProsWide range of organizations at your finger tips.You do the weeding out with your specific course objectives in mind.You make first contact with partners.A seasoned practitioner might enjoy this level of control.

ConsCan be overwhelming, especially for a novice to service-learning.Weeding out process rests with you which can be time consuming.Faculty Interest Drives PartnershipProsCreating a partnership based on interest and passion.May already have a rapport with staff at the organization. Dont need an introduction.Established lines of communication.Can focus on building a partnership rather than simply finding one.Familiarity with needs and structure of organization.Better sense of what your students experiences will be.Better sense of how your course objectives will be met through service-learning at this particular organization.

ConsIf involved with the organization in another capacity prior to service-learning partnership, may need to re-negotiate or re-define roles.

Students ChooseProsStudents may be more likely to have a genuine interest in the project if they self-select.Students less resistant to service-learning because they can find a service site that fits into their schedules.Easier on the faculty member in terms of finding service-learning placements.

ConsRun the risk of service sites that are not consistent with teaching course objectives.Faculty are not creating partnerships; they are creating placements. Faculty may have as many community partners as they have students in their class.Faculty members have a lot less control over quality of the learning.Have to build in quality control mechanisms (e.g. site approval process).Run the risk that the focus becomes more about service, less about learning.

Miscellaneous ResourcesProsFaculty may find new resources not previously consideredFaculty can find partners that meet course topics and personal research interestThere is the opportunity for creativity in establishing new relationships.ConsSome apprehension may exist in calling an unfamiliar agency and explaining a new collaboration effortInformation may not be conveyed clearly enoughAn agency may be exhausted by other classes

First Contact: The Initial ConversationIf the partner is unfamiliar with the concept provide a brief summation of service-learning. What is it?Examples:A teaching style where students work in the community to learn classroom conceptsStudents gain insight into civic responsibilityMutually beneficialGive examples of potential projects

Summarize your course syllabus and highlight why you think your class and their organization might be a great partnership.

What assets do they offer as co-facilitators of student learning?

What needs do they have that might integrate with the courses objectives? Ask about their to do list.19Organizing a Project: It Takes TwoSuggested things to discuss/clarify Contact InformationPreferred method of contactHours of project (time and amount)Number of students neededMission Statement/Agency ObjectivesProject information- detailsCourse objective relevanceAdditional information not previously listedRoles to Play: Coordination & ExpectationsFaculty member is the classroom teacherCommunity Partner is the lab instructor

20A Follow-up to the ConversationSend Course MaterialsSyllabi is the minimumConsider other items that might help partnersFaculty contact informationSL assignmentsSL readingsLinks to SL sitesStudent Contact Information (voluntary)Seek a second contact for clarificationWelcome materials from community partnersOrganizational HandoutsAnnouncement, flyers, etc. on project details21Planning for the OrientationHow will your students get oriented to the site(s)?

In class presentation or on-site???

Community Partner Website or brochures?

Share your success storiesBuilding PartnershipsLevel the playing fieldHelp the community partners to feel like a part of the teaching/learning team Help them to understand about academic timelines Include them in planning and evaluation activities

Open lines of communicationProvide partners with syllabus & assignmentsOpen dialogue about expectations

Building PartnershipsKeep in ContactFollow up phone callsCheck-In emails throughout the semesterOrganize community partners emails in a group listInvite partners to class activitiesOral PresentationsReading DiscussionsIntroduction of ProjectsGuest Speakers

24Building PartnershipsFaculty make site visitsTo observe students in actionTo serve along side of studentsTo hold a class or reflection session on site

Community Partner OrientationCommunity Partner HandbookInstitution Sponsored Activities

Building Partnerships:Community Partner Handbook (see website)IntroductionExpectations and responsibilitiesFaculty hopes and objectivesMaterialsSyllabusAssignmentsReadingsFaculty Contact Information

ChallengesPlease share the challenges you have overcome and how.TransportationTimeSupervisionEvaluationOthersSharing ExperiencesWhat methods have you employed

to build partnerships?

To solve problems?

To incorporate meaningful reflections?

To evaluate your students learning?

Student and Community Partner: A Working RelationshipStudent and Partner ContactEncourage partners to provide an orientation meeting for studentsRequest students go as a group the first time to meet a partner and learn more about the project.Suggest a tour, if applicableReminder: students are service-learning students, not volunteers. Theyve come to learn from you.When a problem arises, reassure students in approaching partners for clarification or help.Incorporate partner information as part of a refection exercise.Example: What have you learned about your agency/organization thus far and its role in the community?Student Partner Contract (see samples)

29Sustaining Partnerships:Communication & CollaborationGet feedback from partners throughout the semester (on the partnership, student performance, etc.)At the end of each semester to assess what needs to occur next timeReview the community partner contact and project information formInquire about their current needs and objectives.Ask the community partner to complete the evaluation form

Provide recognition of their contribution to teaching your studentsCertificateInvite them to a campus sponsored recognition event

Sustaining Partnerships:Communication & CollaborationFollow through on their requests for assistanceLetters of support on grantsHelping them to identify staff members

Open Dialogue about needsNeeds of the organization may change over time.Your needs may change over time.Dialogue to make sure both needs are still being met through the partnership.Consider a community partner evaluation form

Plan AheadDiscuss changes and continuances for the next termReview the community partner contact and project information formInquire about their current needs and objectives.

Expect the Unexpected: When problems arise, how will you deal with them?Faculty as MediatorStudent and Community Partner issuesBehavior issuesChange in partners requirements and expectationsInvestigating the MiscommunicationFaculty and Community Partner differencesWhat is the concern? Course objectives not clearly explained?Mission or expectation of the partner not understood?Break down in communication between faculty and student or community partner and their staff?

32Other Issues/ChallengesStaff Changes at the siteReestablish contactSend basic materials again if necessaryReview project agreements and make new arrangements if needed.Inform students of any changesBe prepared with a back up planOther challenges????33ReflectionList three things you will do to either find, build, or sustain a community partnership.

How will you use information from this workshop to improve your practice?ConclusionA good relationship with a community partner begins with open communication and continues to develop through the same means.

Course content, logistics of location and time, and cooperation drive much of your efforts in finding the appropriate community partner.

There are a number of ways to find partners, all have advantages and disadvantages.Employ the methods that produce partnerships that are best suited to teaching your course objectives.

Partnerships, like any relationship, need to be nurtured.Much of this is accomplished through contact, communication and collaboration.

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